Contributeurs:
État de publication: non publié
Titre des actes: Saltise. Proceedings from the 9th Annual Meeting 2020 COVID-19 Pivot - Teaching transformations: small changes, big impact
Éditeur: Saltise
Intervalle de pages: 55-56
URL: https://www.saltise.ca/wp-content/uploads/2020/08/SALTISE_Proceedings_2020_v7.pdf
Résumé: Digital transformation for organizations has become inevitable (Fitzpatrick et al., 2020). To keep up with these rapid technological advancements we need to ground scholarship in the 21st century competencies that will be essential in this coming AI dominated era. We can no longer be satisfied with traditional models. Many innovative practices include flipping classrooms, or integrating experiential learning activities. However, these innovations rarely allow mixing it up between defined learning spaces and mode of delivery. We usually end up either exclusively online or exclusively face-to-face, and exclusively synchronous or asynchronous, even in hybrid designs. To bridge this gap, we imagined warp zones that enable real-world authentic learning experiences for graduate students in higher education. Warp zones exist in video games and are “secret passages that bring two or more worlds together” (Fuller & Jenkins, 1995) by allowing for “a much quicker movement through space than is generally possible within the real world” (Gazzard, 2009, p. 1).
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: